“She can’t learn while playing in sand!”: Reception and year 2 pupils’ perspectives on the relationship between play and learning.
Rachel L. Evans
General Primary PGCE, 2014-15
email: rle27@cantab.net
Abstract
Relatively few studies have investigated children’s own perceptions of play in school (Howard, 2002). It was this issue which the present study sought to address this by analysing how much of their classroom experiences
children categorised as ‘play’, how much was ‘learning’, and the amount of overlap between these two categories. Children from a reception and a year 2 class were interviewed to this end. It was additionally assessed whether
pupils’ views varied with age and the transition from the Early Years Foundation Stage (EYFS) into more formal leaning in the National Curriculum Key Stage 1. Bernstein’s theory of ‘classification’ and ‘framing’ was used as a lens though which to analyse data.
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The full paper is available for download as a pdf file: [pdf] 033-079-evansr
Citation: Evans, R.L.(2016) .“She can’t learn while playing in sand!”: Reception and year 2 pupils’ perspectives on the relationship between play and learning“ Journal of Trainee Teacher Educational Research, Volume 7 pp. 033-079 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])l